MIT PhD student aiming to get more teaching experience. I am interested in teaching Students above the age of 11

I start by figuring out where the student actually is, not where the syllabus says they should be. A few targeted questions or a past paper question usually reveals whether the gap is a missing concept, a shaky foundation, or just exam technique. From there, I teach by working through problems together rather than lecturing: I'll explain the underlying idea, model my thinking on an example, then hand the next one over and coach them through it. Mistakes are the most useful part of a session, I treat them as the thing we're there to find, not avoid.
I also try to connect topics to the bigger picture so things stick. Knowing why a method works makes it far easier to recall under exam pressure than memorising steps. Between sessions, I set focused practice tailored to the weak spots we identified, and I check in at the start of the next session to make sure it's landed. Closer to exams, we shift toward timed past papers and mark-scheme analysis so the student knows exactly what examiners are looking for.